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THE TRANSITION
TO KINDERGARTEN
A GUIDE FOR
INTERSECTORAL
STAKEHOLDERS IN
THE ESTRIE REGION
TO PROMOTE
EDUCATIONAL
SUCCESS
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reussiteeducativeestrie.ca
CREDITS
Author
The Transition to Kindergarten – A Guide for Intersectoral Stakeholders in the Estrie to Promote Educational
Success was produced by Partners for Educational Success Estrie (Projet Partenaires pour la réussite
éducative en Estrie - Projet PRÉE).
Working subcommittee of the regional intersectoral
school transition committee (alphabetical order)
Émelie Beaulieu Chantale Laprise Myrthô Ouellette Research and texts
Parent Professor, childhood education Coordinator, local early childhood Marielle Thibaudeau
program partner groups Psychoeducator, project
Edith Bergeron Cégep de Sherbrooke Haut-Saint-François fou manager
Psychoeducator, preschool de ses enfants Projet PRÉE
support Marie-Josée Letarte
Commission scolaire des Program manager, doctorate José Rochefort
Hauts-Cantons in psychoeducation, professor, Preschool pedagogical External expert
department of psychoeducation consultant Marie-Josée Cotnoir M.A.
Josiane Bergeron Université de Sherbrooke Commission scolaire de la Education, lecturer, department
Coordinator Région-de-Sherbrooke of psychoeducation
Projet PRÉE Éric Martineau Université de Sherbrooke
Liaison and development officer Marie-Claude Tardif
Linda Bibeau Projet PRÉE Director, Maison de la famille
Regional support and liaison English translation
Les Arbrisseaux
officer Félix Morin Regroupement des organismes Peter Christensen
Avenir d’enfants Professor, childhood education communautaires Famille de l’Estrie
program Graphic design
Marie-Ève Deslaurier Marielle Thibaudeau
Cégep de Sherbrooke Tommy Ferland
Pedagogical development Psychoeducator, project manager Graphic designer
consultant Catherine Noreau Projet PRÉE La Fabrik
Regroupement des Centres de la Planning, programming, and
petite enfance des Cantons-de-l’Est research officer, professional
coordination assistant
Karine Hamel
Direction de santé publique, CIUSSS
Preschool pedagogical de l’Estrie – CHUS
consultant We also wish to thank all those who
Commission scolaire de la
Région-de-Sherbrooke took part in the consultation phase.
Support from the ministère de l’Éducation et de Legal deposit
l’Enseignement supérieur (MÉES) Bibliothèque et Archives nationales du
This guide was made possible with funding from the MÉES’s program Québec, 2019
for projects carried out in partnership with the health and social Library and Archives Canada, 2019
services system, aimed at meeting the needs of 4–8-year-olds
ISBN 978-2-9818110-2-8 (Print version)
and their families during transitions.
ISBN 978-2-9818110-3-5 (PDF)
Reproduction or downloading is
Support from Townshippers’ Association authorized for personal or non-
Adaptation and production of this guide into English made possible by commercial public use with the following
mention: Projet Partenaires pour la
Townshippers’ Association; the Enhancing Regional Community Capacity
réussite éducative en Estrie (2019). The
project 2018-2021 is a CHSSN initiative funded by the Government of Transition to Kindergarten – A Guide for
Québec, through its Minister of the Secrétariat aux relations avec les Intersectoral Stakeholders in the Estrie
Québécois d’expression anglaise. Region to Promote Educational Success,
Magog, 40 pp.
This document is available in electronic
About Projet PRÉE form in the section on school transition of
Partners for Educational Success Estrie (Projet Partenaires pour la the website reussiteeducativeestrie.ca.
réussite éducative en Estrie - Projet PRÉE) is the regional consulting
© Projet Partenaires pour la réussite
authority on school perseverance and educational success in the Estrie
éducative en Estrie, 2019
region. Its mission is to promote school perseverance and educational
success in young Estriens through the mobilization of inter-level and
intersectoral stakeholders and the development of joint initiatives. For
more information, see our website: reussiteeducativeestrie.ca.
THE TRANSITION 2 TO KINDERGARTEN
CONTENTS
Foreword ....................................................................................................................................... 4
Why is this guide necessary? .......................................................................................... 5
SECTION 1 : Transition to kindergarten .............................................................. 6
SECTION 2 : Encouraging family participation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
SECTION 3 : Scientific knowledge .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Child .......................................................................................................................................... 12
Family .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Community .......................................................................................................................... 16
SECTION 4 : Working collaboratively .................................................................. 20
SECTION 5 : Examples of collaborative .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
activities in the Estrie region
Conclusion .................................................................................................................................... 30
APPENDICES ............................................................................................................................. 32
APPENDIX A: Sectors, institutions, and stakeholders
that could be involved in the transition to kindergarten .. . . . . . . . . . . . . . . . . . . . . . . 32
APPENDIX B: Analysis chart ......................................................................................... 34
APPENDIX C: Model collaborative school transition plan .. . . . . . . . . . . . . . . . . . . . 36
APPENDIX D: Questions to support .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
intersectoral cooperation and practices
References .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
List of acronyms
CIUSSS de l’Estrie-CHUS E Centre intégré DPJE E Youth program department MFA E Ministère de la Famille et des Aînés
universitaire de santé et de services sociaux (Direction du programme Jeunesse) MRC E Municipalité régionale de comté
de l’Estrie - Centre hospitalier universitaire DSPublique E Public health department MSSS E Ministère de la Santé et
de Sherbrooke (Direction santé publique) des Services Sociaux
CPE E Educational childcare centre EQDEM E Québec Survey of Child Projet PRÉE E Projet Partenaires pour la
(Centre de la petite enfance) Development in Kindergarten (Enquête réussite éducative en Estrie
CSHC E Commission scolaire des québécoise sur le développement des
enfants à la maternelle) RAME E Réseau d’appui aux familles
Hauts-Cantons monoparentales et recomposées de l’Estrie
CSRS E Commission scolaire de la ETSB E Eastern Townships School Board
RSG E Family daycare manager
Région-de-Sherbrooke GMF E Family medicine group (Responsable d’un service de garde en
CSS E Commission scolaire des Sommets (Groupe de médecine familiale) milieu familial)
HSMLD E Handicaps, social maladjustments SIPPE E Integrated Perinatal and Early
DI-TSA-DP E Intellectual disability, autism
or learning difficulties Childhood Services (Services intégrés en
spectrum disorder, physical disability
(Déficience intellectuelle, trouble du spectre MÉES E Ministère de l’Éducation et de périnatalité et pour la petite enfance
de l’autisme et déficience physique) l’Enseignement supérieur
DPJ E Child protective services MELS E Ministère de l’Éducation, du Loisir
(Direction de la protection de la Jeunesse) et du Sport
THE TRANSITION 3 TO KINDERGARTENTHE GOAL OF
THIS GUIDE IS TO
FOREWORD PROVIDE INTERSECTORAL
STAKEHOLDERS WITH A
This guide about the transition to kindergarten for intersectoral
RESOURCE TO FOSTER JOINT
stakeholders in the Estrie region was created in follow up to the
2016–2020 strategic alignment efforts of Partners for Educational EFFORTS BETWEEN VARIOUS
Success in Estrie (Projet Partenaires pour la Réussite éducative SECTORS AND TO IMPLEMENT
en Estrie - Projet PRÉE) to support educational success and ACTIVITIES AIMED AT
encourage youth to stay in school. Its goal is to provide intersectoral THE TRANSITION TO
stakeholders with a resource to foster joint efforts between various
KINDERGARTEN.
sectors and to implement activities aimed at the transition to
kindergarten.
Projet PRÉE is the regional consulting authority on school perseverance
and educational success in the Estrie region. Its mission is to promote school
perseverance and educational success in young Estriens through the mobilization of
inter-level and intersectoral stakeholders and the development of joint initiatives.
In the winter of 2017, Projet PRÉE conducted a broad consultation among regional and local
partners to identify organizational issues encountered in implementing actions aimed at
supporting the transition to kindergarten of children in Estrie. The findings helped lay the
groundwork for building, with the help of a committee partners, the Regional Action Plan for a
harmonious first school transition 2017-2020.
The regional intersectoral school transition committee then began working on a guide to
encourage the development of a shared vision of the transition to kindergarten. It also hoped
that the guide would shed light on the implementation of school transition activities
based on parameters borne out by research.
This guide is in keeping with the Strategy From Birth To Age 8 – It’s
All About The Children (MÉES, 2018) [1] and is part of a strategy to
ensure that children transition smoothly between educational
environments. It should be considered complementary to the
Guide for Supporting a Successful School Transition (MELS,
MFA, MSSS, 2010) [2] in that it provides a regional flavour.
WHO IS THIS
GUIDE FOR?
This guide is intended for community
stakeholders involved with children and
families, including people working in educational
childcare services, schools, health and social
services, family community services, municipal
services, and any other organization involved
with children or parents. The document is
aimed at both managers and front-line
workers, including teachers, educators,
school administrations, social workers,
childcare managers, etc.
THE TRANSITION 4 TO KINDERGARTEN123rf.com
WHY IS THIS GUIDE
NECESSARY?
Since 2010, various documents published in Québec by government agenciesa have stressed
the importance of guiding parents and their children as they enter the school system for the
first time. Schools, educational childcare services, community organizations, and public
agencies have also taken steps to put activities in place to support students entering the
system. Today, many children and parents are benefiting from these activities.
However, despite the progress made over the past 10 years, challenges remain, such
as to:
EE better reach and support the involvement of children and families who do ACCORDING TO ONE
not have easy access to services, live in vulnerable circumstances, have not STUDY, BETWEEN
attended educational childcare services, do not speak French as their mother
tongue, or come from immigrant backgrounds;
8 AND 21 PERCENT
OF CHILDREN HAVE
EE foster a common vision among intersectoral stakeholders;
TROUBLE ADAPTING
EE continue efforts to encourage communication and cooperation among
TO SCHOOL. [4]
intersectoral stakeholders;
EE improve coordination of various activities within territories;
EE improve services to meet the needs of all families by ensuring activities vary
sufficiently in their intensity and diversity. [3]
Entering school goes quite smoothly for most children; but according to one study, between
8 and 21 percent of children have trouble adapting to school. [4] Moreover, data from the Québec
Survey of Child Development in Kindergarten 2017 (EQDEM) showed that nearly one in three
children (29%) in the Estrie region is vulnerable in at least one developmental domain. [5]
This guide aims to help communities foster joint efforts around the issue of children entering
school for the first time and activities that help this transition go smoothly for children and
parents, in particular for families living in vulnerable circumstances.b
a
Guide for Supporting a Successful School Transition (MELS, MFA, MSSS, 2010); Brief Improving Early Childhood Education
And Childcare For Preschool-aged Children (Le Conseil supérieur de l’éducation, 2012) Document Soutenir la préparation à
l’école et à la vie des enfants issus de milieux défavorisés et des enfants en difficulté (MELS, 2013).
b
The term “families living in vulnerable circumstances” refers to families in precarious socioeconomic conditions, who are
more isolated, or who use services infrequently.
THE TRANSITION 5 TO KINDERGARTEN123rf.com
SECTION 1
TRANSITION
TO KINDERGARTEN
?
WHAT IS THE TRANSITION
TO KINDERGARTEN?
The transition to kindergarten refers to a child’s movement from
home to preschool – in other words, starting school.
School transition is defined as “a period during which
children gradually adjust to a new physical, social, and STARTING
human environment.” [6]
SCHOOL MARKS
Starting school marks a transition not only for children
but also for their parents. A smooth start to school for A TRANSITION
both child and parent helps to develop positive attitudes
and emotions toward the education system, which in turn
NOT ONLY FOR
promotes well-being and a sense of safety and trust. CHILDREN BUT
A child’s entry into school is part of an overall dynamic
that involves many participants. In order for children to
ALSO FOR THEIR
adapt to school and experience a sense of well-being, PARENTS.
it is important that all these participants work together.
This cooperation will provide children with continuity and
consistency as they progress through school.
THE TRANSITION 6 TO KINDERGARTENHow is it different from
school readiness?
“School readiness” refers to “SCHOOL
READINESS”
children’s overall development
REFERS TO
WHEN SHOULD TRANSITION
in various domains (motor, CHILDREN’S TO KINDERGARTEN ACTIVITIES
social, emotional, cognitive, OVERALL BE IMPLEMENTED?
and language skills) that DEVELOPMENT
result from their interactions IN VARIOUS Transition to kindergarten activities are planned and
with their environment. [4] DOMAINS. carried out over a period of just over 12 months. These
can be divided into five key moments: [2]
The skills developed by children
of preschool age support them EE Pre-registration (August to December);
in experiencing social and learning EE During registration (January to February);
success at school. Children’s overall development, along with EE After registration (March to June);
individual and family characteristics and early childhood EE Around the time school starts (July to September);
experiences, affect their ability to adapt and their entry into EE After school starts (October to November).
school.
What are the objectives of these
activities?
Transition to kindergarten activities have two main goals:
1. To establish, maintain, and improve communication
THE TRANSITION INTO PRESCHOOL IS and relations between the child, parent, and
AN IMPORTANT STAGE IN THE LIVES intersectoral stakeholders;
OF CHILDREN AND THEIR PARENTS. 2. To act on the determinants of a smooth start to
school. [17]
THIS INITIAL TRANSITION IS THOUGHT
BY SOME TO BE THE MOST IMPORTANT
ADAPTATIONAL CHALLENGE A CHILD Who are the transition to kindergarten
activities intended for?
WILL EXPERIENCE DURING THIS
PERIOD. [8] Transition to kindergarten activities are primarily aimed
at children aged 4 and 5 who will soon be starting
school, along with their parents.
The activities are also intended for the community, i.e.,
the various stakeholders and organizations who support
children and families. A smooth transition to school
Why is the transition to kindergarten does not depend solely on a child’s ability to adapt but
important? also on the capacity of various stakeholders to work
together to meet various needs. [17]
The transition into preschool is an important stage in the
lives of children and their parents. This initial transition is
thought by some to be the most important adaptational
challenge a child will experience during this period. [8]
Having a positive transition to kindergarten is related to a
number of benefits for children, because it:
EE is a determinant factor for future educational TRANSITION TO
success; [8, 9, 10, 11, 12, 13] KINDERGARTEN
EE leads to better results in literacy and numeracy; [14] ACTIVITIES ARE
EE influences children’s participation, engagement, and
PLANNED AND
motivation in classroom and school activities; [15, 2]
EE results in fewer absences and increases children’s
CARRIED OUT OVER
openness to learning, leading to better academic and A PERIOD OF JUST
social results in both the short and long term; [16] OVER 12 MONTHS.
EE serves as a foundation for future transitions. [2]
THE TRANSITION 7 TO KINDERGARTENJocelyn Riendeau
SECTION 2
ENCOURAGING
FAMILY
PARTICIPATION
WHO SPECIFICALLY BENEFITS FROM
TRANSITION TO KINDERGARTEN
ACTIVITIES?
Research shows that certain groups of children have a higher RESEARCH SHOWS
risk of experiencing challenges related to starting school:
THAT CHILDREN
EE Children from families living in vulnerable
circumstances; c [8]
FROM FAMILIES
EE Children who experience learning or developmental
LIVING IN VULNERABLE
problems; [18] CIRCUMSTANCES ARE MOST
EE Children with handicaps, social maladjustments or IN NEED OF TRANSITION TO
learning difficulties (HSMLD); [18] KINDERGARTEN ACTIVITIES
EE Children who have recently immigrated to Québec. [18] AND BENEFIT MOST FROM
THESE ACTIVITIES,
Experience in the field has led to the addition
of two other groups:d
BUT ACTUALLY RECEIVE
THEM THE LEAST.
EE Certain children who have not attended an educational [9, 13, 16, 19]
childcare service;
EE Certain children who have turned 5 over the summer.
c
The term “families living in vulnerable circumstances” refers to families in precarious socioeconomic conditions,
who are more isolated, or who use services infrequently.
d
Information obtained from preschool teachers during a first school transition assessment conducted among
stakeholders of the Val-Saint-François MRC in 2017.
THE TRANSITION 8 TO KINDERGARTENMOST CHILDREN
HOW CAN CHILDREN AND PARENTS
?
OF FAMILIES LIVING
LIVING IN VULNERABLE SITUATIONS IN VULNERABLE
BE ENCOURAGED TO PARTICIPATE IN CIRCUMSTANCES TEND
TO HAVE A FAVOURABLE
ACTIVITIES? IMPRESSION OF SCHOOL
Adapting activities to reduce barriers to participation is key. UPON ENTERING
KINDERGARTEN.[10]
Outreach is needed to attract families living in vulnerable
circumstances to participate in activities, but it is also essential
TAKE
that the activities be a positive experience. This will encourage ADVANTAGE OF
them to take part in other activities, and, through word of mouth, THIS FAVOURABLE
attract other families from their entourage. IMPRESSION AND
OFFER CHILDREN
ACTIVITIES THAT
SUPPORT AND
MAINTAIN THIS
POSITIVE ATTITUDE
TOWARD SCHOOL.
Based on taking a local approach, a number of factors
encourage participation, particularly among families
living in vulnerable circumstances: [29, 30, 31, 32]
Accessibility If the activity requires participants
to register beforehand
EE Offer free or low-cost activities.
EE Limit the amount of information gathered on the
EE Assist with transportation (financial or organizational).
registration form.
EE Offer a snack.
EE Forward the registration form to intersectoral stakeholders
EE Offer childcare services (for younger or older children). so they assist with registration for the families they serve.
EE Allow parents to provide registration information verbally.
Commitment EE Allow different methods of registration (e.g., online,
EE Do not require a commitment to take part in many telephone).
activities.
EE Keep expectations realistic and avoid setting parents up During the activity
for failure (e.g., giving them “homework” before or after EE Use simple vocabulary without being demeaning.
the activity, or requiring regular attendance at a series of EE Avoid handing out written material.
activities). EE Tell parents more positive things than negative things.
EE Have a positive attitude toward the child (avoid making the
Communication parent feel that their child is being labelled).
Adapt advertising EE Contact organizations that work with immigrant families
EE Keep text to a minimum and favour images. for access to interpreters.
EE Use simple language and short sentences.
EE Disseminate information in languages used in the Assistance
neighbourhood or territory (e.g., English, Spanish, Dari, EE Personally remind parents shortly before the activity
Arabic). begins to reduce barriers to participation (e.g., by solving
EE Emphasize conditions that will elicit participation (e.g., transportation problems).
transportation assistance, child care services, free of
charge). Acknowledgement
EE Use a diversity of promotional strategies for each activity. EE Recognize the abilities and knowledge of all parents,
EE Post information in locations frequented by families (e.g., emphasize the successes of parents living in vulnerable
social networks, corner stores, waiting rooms, groceries, circumstances, and recognize what they can teach other
stores). parents. Give them credibility.
EE Personally invite certain parents, and explain the activity’s EE Do not set yourself up as an expert.
benefit for them or their children; take the time to check
for barriers to participation and offer solutions if necessary Intersectoral cooperation
(e.g., transportation). Examples of benefits: a chance to
meet the teacher or a chance to meet future friends. EE Collaborate with intersectoral stakeholders who have
already created bonds of trust with families (e.g.,
assistance with promotion, referrals, guidance).
THE TRANSITION 9 TO KINDERGARTENSECTION 3
SCIENTIFIC
KNOWLEDGE
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THE TRANSITION 10 TO KINDERGARTEN?
WHAT DOES THE RESEARCH TELL US?
To identify key findings and the characteristics of effective activities for supporting the transition
to kindergarten, we conducted a comparative analysis of the scientific literature published in
the past 10 years. The contents are organized according to the ecological systems model. [20] This
was the most frequently cited model in the literature and is already in use by many intersectoral
stakeholders in the early childhood sector.e Information about the child, family, and community will
be presented, in that order. Examples of practices related to this science-based information will also
be presented and organized around the five key moments for transition to kindergarten activities.
e
Stakeholders working with local early childhood partner groups supported by Avenir d’enfants have used the ecological systems
model to orient their local priorities and actions.
COMMUNITY
FAMILY
CHILD
KEY MOMENTS
AFTER AROUND
PRE- DURING REGISTRATION AFTER
BUT BEFORE THE TIME SCHOOL
REGISTRATION REGISTRATION SCHOOL
SCHOOL
STARTS
STARTS
STARTS
August to December January to February March to June July to September October to November
THE TRANSITION 11 TO KINDERGARTENLEGEND
E = Education sector M = Municipal sector
Child
C = Educational childcare services sector B = Business sector
F = Family community services sector O = Other organization
H = Health and social services sector A = All
EXAMPLES OF INSPIRING PRACTICES ORGANIZED BY KEY MOMENTS AND SECTORS CONCERNED
SCIENTIFIC AVANT
PRE- LORS
DURING
DE
AFTER
APRÈS
REGISTRATION
L’ADMISSION,
AROUND
AUTOUR
THE TIMEDE
AFTER
APRÈS
SCHOOLLA
KNOWLEDGE REGISTRATION
L’ADMISSION REGISTRATION
L’ADMISSION BUT
SCHOOL
BEFORELA
MAIS AVANT
STARTS
RENTRÉE
LASCHOOL
RENTRÉE
STARTS
RENTRÉE
STARTS
For families or children with
special needs, set up an individual
Greet each child warmly when they meeting involving the teacher,
While group register for school. E parent, child, and trusted partner
activities generate
positive results,[21] as soon as possible before school
Set up a table with games, toys, starts. E
individual activities
drawings, and books for the
are even more
beneficial. [13] child to explore while the parent Establish personal contact
completes the forms. E between the teacher and the
family either by phone, mail, or
email before school starts. E
The activity will
be more effective Provide assistance for families to encourage participation in activities. E C F H O
if offered before
school starts. [22]
It is important to Offer activities targeted at the characteristics and needs of families. It is sometimes easier for a family living in vulnerable circumstances
offer the activities to take part in a group initiative with other families experiencing similar situations. E C F H
to children from
families living
in vulnerable
circumstances. [22] Offer personalized transition plans for children with specific needs. E C F H
In the experiments
conducted so far,
girls tend to be more
Enrich and adjust activities according to gender-specific characteristics. For example, for child-teacher meetings, use games involving motor
receptive than boys
to activities aimed skills for boys or more active children. A
at the child-teacher
relationship. [15]
Activities offered
directly to children Offer activities that directly involve the child, such as classroom visits or activities with the teacher and parent before classes start. A
are those with the
greatest impact. [13]
It is important to Open up schools so that community activities can be held both inside and on the school grounds. Examples include town
introduce children festivities, evening sports events, or movie nights in the gym. A
to their new
environment before
the official start of Offer a summer camp before
school. [11]
school starts. E M
Activities carried out
in the school have a
greater impact than
those that take place Ask educational authorities to hold activities in schools (e.g., activities organized by educational childcare services in the school, parent/pre-schooler
elsewhere. [15]
activities organized by community organizations offered in the school’s gym or cafeteria, etc.). A
RESEARCH
SHOWS THAT
CHILDREN FROM
FAMILIES LIVING
IN VULNERABLE
CIRCUMSTANCES ARE MOST
IN NEED OF TRANSITION TO
KINDERGARTEN ACTIVITIES
AND BENEFIT MOST FROM
THESE ACTIVITIES,
BUT ACTUALLY RECEIVE
THEM THE LEAST.
[9, 13, 16, 19]
123rf.comLEGEND
E = Education sector M = Municipal sector
Family
C = Educational childcare services sector B = Business sector
F = Family community services sector O = Other organization
H = Health and social services sector A = All
EXAMPLES OF INSPIRING PRACTICES ORGANIZED BY KEY MOMENTS AND SECTORS CONCERNED
SCIENTIFIC KNOWLEDGE
AFTER
APRÈS AROUND AFTER
AVANT
PRE- LORS
DURING
DE REGISTRATION
L’ADMISSION, AUTOUR
THE TIMEDE APRÈS
SCHOOLLA
REGISTRATION
L’ADMISSION REGISTRATION
L’ADMISSION BUT BEFORELA
MAIS AVANT LASCHOOL
RENTRÉE RENTRÉE
SCHOOL STARTS
RENTRÉE STARTS
STARTS
Parents play a vital role in a
successful transition to Inform parents about the start of school and how school works so that they are equipped to reassure their children and, at times, be
kindergarten. [9, 13, 22] reassured themselves. A
Families that feel prepared for In preparing children who have stayed at home to enter school, engage with the parents to provide support, especially in identifying the
the start of school have a positive child’s strengths and challenges. E C F H O
influence on the experience of
children in their first days of Promote parental involvement in an activity by referring to the needs of the child and the parents. Focus on how the activity will
school. [23]
support them. E C F H O
Parents need to understand the
expectations of the school system Respond to parental needs (e.g., adjust to changes in their emotional intimacy with the child, adjust to fewer interactions with the
and their child’s strengths and adult responsible for the child, better understanding of how the school operates, etc.). E C F H O
challenges with starting school. [12]
To support parental participation,
talk about the child’s needs rather Promote activities in conjunction with other stakeholders. This allows each stakeholder to discuss the various activities
than their negative behaviour. [22] with parents and determine which best meets the needs of themselves and their parents. A
An activity’s effects will be greater
if the parents take part of their own Assist certain families when registering for school and taking part in activities (e.g., personalized classroom visits).
accord or voluntarily. [22] C F H O
Parental support may be
compromised if the parent receives
negative messages about their child Heighten communication between the school and families with children who have trouble adapting to school
in the first weeks of school. [22] in order to work more closely with the parents. É
Suggest a home visit to
certain targeted families, if
According to Pianta’s criteria, the possible in conjunction with
most effective initiative is having the
stakeholders that already
teacher visit the child’s home. [9]
have a relationship with the
families. E F H
The number of activities targeting
school transition positively affects Offer a number of different activities at various times of the year so that every family can find at least one that meets their needs. A
parental involvement. Parental Discuss the transition to kindergarten during group or individual meetings with families whose children are entering the transition
involvement in turn has an effect on
period. C F H O
the child’s academic results. [22]
A family routine promotes a smooth
school transition, since it better Help families set a routine before and during the transition to kindergarten (e.g., fixed mealtimes, regular bedtimes, having a parent
prepares children for the structure read to the child as part of the bedtime routine, etc.). C F H O
and rules of a classroom. The family
routine during this adaptation period Before school starts, let parents know the school’s expectations in terms of snacks, lunches, dress code, rules, etc. C F H O
is also beneficial to parents. [26]
It is important to offer activities Avoid gaps or an oversupply of activities by working in concert with intersectoral stakeholders. This way, there will be activities
for parents and children that differ available to meet families’ needs regardless of their situations. A
in terms of intensity, involvement,
schedule, and design (individual, Focus on offering a variety of activities to reach as many families as possible. For example, offer short-duration activities but offer
group, personalized, etc.) to better them frequently; offer virtual meetings, Facebook meetings; offer meetings in the morning and the evening; offer closed groups for
meet their needs. [16] certain families; etc. A
Effective transition activities
promote positive social relationships
and interactions between key Use a communication tool that facilitates communication among
stakeholders – educator, teacher, and educators, parents, and teachers, as this promotes a successful
parents. [24] transition to kindergarten and helps children adapt by fostering
Cooperation and communication service continuity (e.g., Mon Portrait, Passage à l’école, La passerelle);
among families, childcare services, E C F H
and schools is a key condition for a
successful school transition. [24]
Establish more regular communication
with families living in vulnerable
circumstances, especially in the initial
weeks, which often go well, in order to
Families living in vulnerable
circumstances require special create a relationship (e.g., short, positive
attention, particularly in terms of phone call to the home, a note about
communication. [9] positive points in a comments notebook).
Teachers see communication with Depending on the family’s needs, weekly
parents as a positive factor in their and sometimes daily communication may
relationship with students. [25] be necessary. E F H
In communications, use clear writing, short sentences, translations into several languages if necessary, photographs,
and pictograms, etc. A
Offer personalized options to certain families to better meet
It is more effective to have the child their needs and encourage participation. Conducting an activity
visit the kindergarten classroom with involving the child, parent, and teacher during the classroom
their parents before the first day of visit will help establish a positive relationship. If possible have
school. [13, 22] the child take home a souvenir of the moment (e.g., a photo with
the parent and teacher, something they made, etc.). E F HLEGEND
E = Education sector M = Municipal sector
C = Educational childcare services sector B = Business sector
Community F = Family community services sector O = Other organization
H = Health and social services sector A = All
EXAMPLES OF INSPIRING PRACTICES ORGANIZED BY KEY MOMENTS AND SECTORS CONCERNED
SCIENTIFIC KNOWLEDGE
AFTER
APRÈS AROUND AFTER
AVANT
PRE- LORS
DURING
DE REGISTRATION
L’ADMISSION, AUTOUR
THE TIMEDE APRÈS
SCHOOLLA
REGISTRATION
L’ADMISSION REGISTRATION
L’ADMISSION BUT BEFORELA
MAIS AVANT LASCHOOL
RENTRÉE RENTRÉE
SCHOOL STARTS
RENTRÉE STARTS
STARTS
Advocate for the importance of a smooth transition by: A
• Providing training;
• Valuing the role of everyone involved in welcoming children and parents (e.g., secretary, monitor, educators, service workers, etc.);
Effective activities rely on strong • Assembling sufficient human, financial, and material resources to carry out the activities;
leadership to establish policies and
actions that support the school • Recognizing that planning and implementing activities takes time;
transition. [14] • Promoting the implementation of specific activities for certain families;
• Supporting joint action and authorizing the participation of intersectoral school transition committees.
Ensure that the local education sector plays a leadership role among other sectors in supporting joint action around activities to
promote a smooth school transition in the area. E
Give teachers more
time to prepare
Providing teachers with a list
personalized activities,
of students early in the year
allows them to carry out more invite families, and
personalized activities for parents adapt to the needs of
and students. [27] children from families
living in vulnerable
circumstances. E
Having an intersectoral school
Establish a school committee or network to carry out a collaborative transition plan, ensure that activities are planned jointly,
transition plan promotes the
consistency and diversity of make sure that activities are coordinated and diverse. The committee should include at least one parent to provide a
activities. [11] parental point of view. A > See the section on working collaboratively (p. 20).
Promoting activities through the
community (municipal celebrations, Make use of venues frequented by parents in the community (e.g., corner stores,
groceries, libraries, municipal hospitals, promotional screens, libraries, drug stores, big-box stores, social
housing offices, etc.) is a factor in networks, etc.). A
activities’ success. [14]
Communication among educators
at childcare centres and school Recognize the specific expertise of educators and teachers in a complementary,
teachers appears to have the egalitarian, and non-competitive vision (e.g., organize a happy hour for
greatest effect educators and teachers). A
on children’s social skills in Initiate activities that help teachers and educators get to know one another or
kindergarten. [13] improve lines of communication as a way to help children adapt: E C F H
Support, mutual respect, trust, and
a shared vision among childcare • Have educators and children visit the preschool class;
centre educators and school • Have teachers visit the childcare centre;
teachers are key factors in aligning
the goals of childcare centres and • Create communications tools (e.g., Mon Portrait, Passage à l’école, La
schools. [27] passerelle);
In communications between • Have teachers and educators meet to discuss strategies for supporting a
childcare educators and teachers, specific child.
prioritize discussion of the
education program, pedagogy, and Hold meetings and discussions among teachers and educators to ensure that
the characteristics of children. [27] each party has a good understanding of the other’s program. E C
Advocate a progressive start to school
to support contact between students
and teachers and help students adapt
during the first days of school. E
Focus on full days with half-sized
A low student/teacher ratio groups so they can experience a
facilitates the implementation of complete routine, including lunch.
activities. [27] Take this opportunity to visit all areas
of the school. E
If students attend afterschool
childcare, take this into account
in coordinating services and a
progressive start to school. E
Teacher training on school transition
supports the implementation of
activities. [14]
Provide training to support partnerships, promote consistency, and implement cooperative activities and communication tools. A
Joint training among childcare
educators and kindergarten teachers Provide frequent and annual updates for stakeholders involved in the transition to kindergarten. A
promotes knowledge sharing and
helps to develop a shared vision of
school transition. [14]
Having a transition team in the
Form a school transition team in charge of planning, partnering in, and implementing activities. E C F H
school in charge of coordination
supports the success of activities.[9] > See the section on working collaboratively (p. 20).HOW TO KNOW IF A
SCHOOL TRANSITION
IS SUCCESSFUL?
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THE TRANSITION 18 TO KINDERGARTENThe teacher creates a
respectful environment in
the classroom. [18]
The teacher values individual differences and
cultural diversity.
The teacher employs a range of experiences
suitable for development.
The community provides support by creating
positive transition experiences through
COMMUNITY greater cooperation and coordination among
intersectoral stakeholders.
FAMILY
Parents take a positive
attitude toward school
and their child’s learning. [18]
CHILD They play an active role at school, according
to their abilities.
They have an opportunity to take part in
decisions concerning their child.
They have good lines of communication
with the teacher and others involved in the
transition.
The child is engaged in,
enjoys, and looks forward
to going to school. [18]
They have a positive attitude toward learning,
school, their teachers, and their peers.
They retain their learning.
They acquire new academic and social skills.
THE TRANSITION 19 TO KINDERGARTEN123rf.com
SECTION 4
WORKING
COLLABORATIVELY
WHY WORK
COLLABORATIVELY?
A child’s transition to school concerns the entire community.
For children to be ready for school, it is essential that there be
“‘ready schools,’ ‘ready families,’ and ‘ready communities.’” [16] COOPERATION
Intersectoral stakeholders supporting the transition to AMONG
kindergarten all have a role to play. However, despite STAKEHOLDERS
existing methods for cooperation, many stakeholders
observe: IS A KEY FACTOR IN
EE A lack of connections and information sharing;
CREATING CONTINUITY
EE The interruption of certain child and family services AMONG EDUCATIONAL
when the child enters school; EXPERIENCES. [18] THIS
EE Stakeholders’ lack of understanding of their IS WHY IT IS VITAL
counterparts’ realities. [18]
TO KNOW ALL THE
Cooperation among stakeholders is a key factor in creating PLAYERS INVOLVED.
continuity among educational experiences. [18] This is why it is
vital to know all the players involved.
THE TRANSITION 20 TO KINDERGARTENWHO ARE
INTERSECTORAL
STAKEHOLDERS?
For a more comprehensive description of the various sectors and
stakeholders, see Appendix A.
FAMILY EDUCATION
COMMUNITY SECTOR EDUCATIONAL
SERVICES SECTOR School board CHILDCARE SERVICES
Family Services Centre Elementary school SECTOR
Maison des Grands-Parents School childcare service Early childhood centre (CPE)
de Sherbrooke Family daycare
Etc. Family daycare coordination
bureau
Daycare
OTHER SECTORS,
STAKEHOLDERS, AND CHILD PARENTS
ORGANIZATIONS
Community officer HEALTH AND SOCIAL
Accommodation with psychosocial
service worker SERVICES SECTOR
Literacy centre CIUSSS de l’Estrie-CHUS
Immigration organization Family medicine group
Etc. Private clinic
MUNICIPAL
SECTOR BUSINESS SECTOR
Municipality
MRC Businesses
Municipal library
Etc.
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THE TRANSITION 21 TO KINDERGARTENWORKING
COLLABORATIVELY
PRIMARY CONTRIBUTIONS
WHAT CAN EACH
BUSINESS SECTOR
SOCIAL SERVICES
ORGANIZATIONS
EDUCATIONAL
SECTORS AND
HEALTH AND
COMMUNITY
EDUCATION
CHILDCARE
MUNICIPAL
SERVICES
SERVICES
SECTOR CONTRIBUTE
SECTOR
SECTOR
FAMILY
OTHER
TO THE TRANSITION TO
KINDERGARTEN?
ENGAGE IN COLLABORATIVE
ROUNDTABLES
Be involved, regularly or on a case-by-case basis,
in roundtables in order to share expertise and work
together to improve the transition to kindergarten.
RAISE AWARENESS OF THE IMPORTANCE
OF THE TRANSITION TO KINDERGARTEN
Have the power to spread the message of the
importance of the transition to kindergarten in
children’s educational success.
PROMOTE ACTIVITIES
Circulate information to encourage children
and parents to take part in activities aimed at a
successful school transition.
IDENTIFY CHILDREN WITH SPECIAL NEEDS
AND THEIR PARENTS
Use close relationships with children and parents to
target children or families who face challenges.
CONTRIBUTE TO AN OVERALL PICTURE OF
CHILDREN
Be sufficiently engaged with children and their
parents to gather relevant information about children.
SUPPORT PARENTS TO IDENTIFY THEIR
NEEDS
Talk with parents in order to identify their needs and
those of their children with respect to starting school
in order to better select suitable activities.
PROVIDE PARENTS WITH GUIDANCE
Help parents by providing guidance and lowering
barriers for individual or group initiatives aimed at a
successful school transition.
IMPLEMENT AN ACTIVITY
Be able to implement an initiative either jointly or
individually.
COOPERATE IN ACTIVITIES
Contribute to the implementation of activities. This
contribution provides added value to transition to
kindergarten activities.
THE TRANSITION 22 TO KINDERGARTENWORKING
COLLABORATIVELY
WHAT ARE THE The benefits of working with the
HEALTH AND SOCIAL SERVICES
BENEFITS OF SECTOR include:
WORKING WITH EE Leadership in creating personalized transition plans
DIFFERENT SECTORS? for specific clients (autism spectrum, intellectual
disability, physical disability, etc.);
Each sector involved in the transition to kindergarten has a EE Ability to raise awareness, to inform, and
specific and vital contribution to make. Joint efforts build provide guidance to families living in vulnerable
capacity to meet the needs of all children and their parents. circumstances;
Improving activities that support a successful school transition EE Ability to support the school transition by orienting
relies on using everyone’s strengths and working together. and providing services to children and families;
EE Support in creating and transferring relationships
among children, families, and teachers;
EE Expertise in specific problems;
The benefits of working with the
EE Others.
EDUCATION SECTOR include:
EE Leadership in consensus building;
EE Leadership in creating school/community
partnerships;
EE Support in providing liaison, in communications, and The benefits of working with the
in activity organization;
MUNICIPAL SECTOR include:
EE Access to schools for activities carried out by other
sectors; EE Ability to contact many families to help raise
awareness of and promote activities that support the
EE Support in opening schools after class hours or on transition to kindergarten;
weekends;
EE Established partnerships between schools and the
EE Others. municipality to hold recreational or municipal events
in schools that give families a chance to become
familiar with the school environment;
EE Ability to act, in conjunction with schools, to set up
school transition summer camps;
The benefits of working with the EE Ability to spread the message of the importance of the
EDUCATION CHILDCARE SERVICES school transition and integrate it into its family policy;
SECTOR include: EE Ability to support and promote school transition
activities through the municipal library;
EE Support in creating and transferring relationships
among children, families, and teachers; EE Others.
EE Ability to identify children and families with special
needs/challenges;
EE Ability to inform and reassure parents about the
transition to kindergarten (activities, expectations of
school, etc.); The benefits of working with the
EE Ability to identify avenues of intervention that help BUSINESS SECTOR include:
children integrate into the school environment; EE Support, through work/life balance measures, for
EE Others. enhancing the participation of parent employees in
transition to kindergarten activities;
EE Ability to raise awareness and offer promotional
opportunities to reach numerous parents;
EE Others.
The benefits of working with the
FAMILY COMMUNITY SERVICES
SECTOR include:
EE Ability to raise awareness among, inform, and guide The benefits of working with
families that rarely use services or whose children OTHER SECTORS AND ORGANIZATIONS
have not attended an educational childcare centre;
include:
EE Support in understanding the needs of families living
in vulnerable circumstances and of how best to EE Ability to recognize, raise awareness, inform, and guide
approach them; families experiencing various problems or challenges
with respect to the transition to kindergarten;
EE Others.
EE Others.
THE TRANSITION 23 TO KINDERGARTENWORKING
COLLABORATIVELY
WHY CREATE
TERRITORIAL
INTERSECTORAL
? What is a collaborative
school transition plan?
A collaborative school transition plan must come out of
an intersectoral process. Its goal is to align practices and
support collective efforts in order to improve activities and
COMMITTEES FOR meet all the needs of children and their parents, in particular
those living in vulnerable circumstances.
THE TRANSITION TO
KINDERGARTEN? A collaborative school transition plan:
EE Confirms a shared vision of the transition to kindergarten;
Cooperation requires a forum for discussion and
EE Validates and specifies the concerns and priorities
sharing around a common goal. We therefore
recommend forming intersectoral committees conveyed by the territorial transition committee;
to build consensus around the transition to EE Comes together around an approach that fosters the
kindergarten. Local roundtables around school participation of families;
transition around school transition have EE Analyzes the diversity, strengths, redundancies, lacks, or
demonstrated the need for all sectors to have gaps in services for the transition to kindergarten;
representation at the table in order to open lines EE Specifies partnerships and respective roles for activities;
of communication, facilitate the organization of
EE Supports best school transition practices.
activities, and encourage families to participate.
Several territorial school transition committees To help in creating an overview of existing activities, a model
exist already in the Estrie region. The authors analysis chart appears in Appendix B. You can also consult
suggest various roundtable models, in a model of activities resulting from a collaborative school
particular the Montérégie reference transition plan in Appendix C.
framework for a smooth school transition,
which offers a model adapted for
Québec. [17]
What are the factors that promote
cooperation and intersectoral partnerships?
Working collaboratively across sectors has certain
challenges. Intersectoral committees in charge of school
transition plans will find that the following factors boost
efficacy:
EE Having a shared vision of the transition to kindergarten;
EE Bringing together all school transition stakeholders;
EE Clarifying each player’s role (contribution and value-add);
EE Recognizing each player’s expertise within an egalitarian
perspective;
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EE Creating a working climate that promotes discussion and
cooperation;
EE Establishing effective methods of communication;
EE Sharing responsibilities;
EE Ensuring that there are sufficient financial, human, and
material resources to put activities in place;
EE Putting in place an evaluation process or producing a
post-mortem.
A list of questions to support intersectoral cooperation
appears in Appendix D.
THE TRANSITION 24 TO KINDERGARTENWORKING
COLLABORATIVELY
What are the conditions that support the What are the barriers to implementing
implementation of activities? transition activities?
The Guide for Supporting a Successful School Transition To create optimal conditions for implementing activities
(MELS, MFA, MSSS, 2010) is an excellent resource that over the long term, it is vital to eliminate any barriers, which
outlines and explains six broad principles supporting include:
successful transition practices: [2] EE Lack of funding to compensate for the extra work
1. Recognizing that parents are primarily responsible for their (preparation time, consultative meetings, facilitation);
children’s education; EE Lack of communication among stakeholders both within
2. Sharing responsibility for a successful transition among organizations (service workers and managers) and across
stakeholders through collaborative practices; sectors;
3. Continuously planning, organizing and assessing transition EE Late registrations;
activities; EE Difficulty in reaching families living in vulnerable
4. Recognizing the time required and providing the necessary circumstances; [6, 24]
resources; EE Lack of parental participation in the transition process. [8]
5. Involving everyone who knows the child and tailoring
transition practices to the child;
6. Recognizing that starting school is a determining factor in
the child’s development.
?
HOW CAN I PROMOTE THE IMPORTANCE OF THE
TRANSITION TO KINDERGARTEN
IN MY ORGANIZATION?
Every organization can improve its practices and partnership efforts in
MOBILIZATION supporting the transition to kindergarten. Within organizations, mobilization can
be driven by both managers and front-line workers. Here are some suggestions
CAN BE that can be implemented within an organization:
DRIVEN BY BOTH EE Raise awareness of the importance of the transition to kindergarten by sharing
MANAGERS AND and presenting existing documentation on the topic;
FRONT-LINE EE Request training that specifically covers the transition to kindergarten;
EE Create or sit on a school transition committee in order to coordinate activities;
WORKERS.
EE Draw up an annual overview of activities;
EE Reflect on how to improve activities by incorporating scientifically proven
features (see Section 3: Scientific Knowledge);
EE Reflect on how to improve various aspects of activities (promotion,
encouragement to participate, partnership, diversity, connection with
vulnerable families, needs of families, etc.);
EE Discuss activities to support the transition to kindergarten during staff
meetings;
EE Appoint a liaison officer to sit on local transition committees and relay
information.
THE TRANSITION 25 TO KINDERGARTENSECTION 5
EXAMPLES OF
COLLABORATIVE THIS SECTION
DESCRIBES
EXAMPLES OF
ACTIVITIES ACTIVITIES CARRIED
OUT IN PARTNERSHIP f
IN THE ESTRIE
IN THE ESTRIE
REGION.
REGION
Jocelyn Riendeau
THE TRANSITION 26 TO KINDERGARTENEXAMPLES OF
COOPERATIVE ACTIVITIES
IN THE ESTRIE REGION
PICNIC FOR FUTURE KINDERGARTEN COMMUNICATION TOOLS BETWEEN
STUDENTS THE EDUCATIONAL CHILDCARE
EDUCATIONAL CHILDCARE FAMILY COMMUNITY
SECTOR AND THE EDUCATION SECTOR
EDUCATION SECTOR SECTOR SERVICES SECTOR EDUCATIONAL CHILDCARE FAMILY COMMUNITY
EDUCATION SECTOR SECTOR SERVICES SECTOR
Teachers from several schools in the Commission scolaire
de la Région-de-Sherbrooke (CSRS) invite children and HEALTH AND SOCIAL
their parents to a family picnic in the schoolyard during a SERVICES SECTOR
day of classes or a professional development day in June.
Neighbourhood childcare centres and staff from community Early childhood partnership groups in the MRCs of
organizations (e.g., Amis du quartier, Réseau d’appui aux Memphrémagog, Des Sources, Du Granit, Haut-Saint-
familles monoparentales et recomposées de l’Estrie [RAME]) François, and Coaticook developed a method of transmitting
help promote the activity and are allowed to attend the information about a child’s development. The tool collects
picnic along with parents. Several activities are organized to information on the child’s development, strengths, and
create a welcoming atmosphere, such as story-telling, face- challenges, along with successful strategies for working with
painting, and physical games. The informal setting allows the child. The tool is completed in May or June by educators,
teachers to make individual contact with each child and their family daycare centre managers, significant service workers,
family. At the end of the activity, each child is lent or given a and parents. With the parents’ permission, it is sent to school
book, which they can present in class during the first days of staff to foster continuity in the educational services received
school. The child will also reencounter the play equipment by children.
they explored during the picnic (e.g., tunnels, rings, balls,
stilts, etc.).
PREPARATION FOR gAND TRANSITION ONGOING PRESENCE OF THE SIPPE
TO KINDERGARTEN EDUCATOR WHEN A CHILD ENTERS
SANTÉ ET DES SERVICES
SCHOOL
EDUCATION SECTOR SOCIAUX HEALTH AND SOCIAL
EDUCATION SECTOR SERVICES SECTOR
The intellectual deficiency, autism spectrum disorder, and
physical disability program of the Centre intégré universitaire At CIUSSS de l’Estrie - CHUS and at the CSRS, families using
de santé et services sociaux de l’Estrie - Centre hospitalier Integrated Perinatal and Early Childhood Services (SIPPE)
universitaire de Sherbrooke (CIUSSS de l’Estrie - CHUS) receive special support. If a child starting school has special
created a program to support the transition to school. The needs, the special needs educator assigned to the family will
program involves forming groups of children, based on their continue to monitor the child until October 1. This support is
profiles and needs, and to work on abilities and skills that aimed at helping both parents and children adapt to starting
will help them adapt to the school environment. Activities school. The educator already knows the child and the family
with the children are carried out in a school over the summer and has previously established a relationship of trust, and
before the school starts in order to best reflect a real school is thus a key person for sharing information that will help
setting. Currently, CIUSSS de l’Estrie - CHUS is working with the child adapt to school. With the parents’ permission, the
the CSRS and has carried out activities in Sylvestre, Quatre- educator may discuss the case with the teacher to facilitate
Vents and Le Touret schools. However, this type of activity the transition if necessary.
could also be offered in other school boards. Since the
activities take place in the school facilities (e.g., classrooms,
gym, schoolyard, etc.) the children familiarize themselves
with the school environment while having fun.
f
The working committee compiled these examples based on discussions with regional stakeholders and using a chart geared toward activity diversity.
g
This activity includes both school preparation or “school readiness” and school transition phases.
THE TRANSITION 27 TO KINDERGARTENYou can also read
